Tag Archives | dyslexia

Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.
The Children of the Code site has been upgraded to much higher quality videos that can be run on your tablets, smartphones, etc. ++ Two new chapters: "What is Reading?" and "Paradigm Inertia"

Major Update to Children of the Code – Two New Video Chapters

The Children of the Code site has been upgraded to much higher quality videos that can be run on your tablets, smartphones, etc. ++ Two new chapters: “What is Reading?” and “Paradigm Inertia”

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.
We are raising funds to give our DVD sets to the teachers and literacy volunteers that need it the most but can afford it the least.  Help us!

Help Us Reduce Reading Shame!

We are raising funds to give our DVD sets to the teachers and literacy volunteers that need it the most but can afford it the least. Help us!

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Reading: The Brain’s Challenge: Processing Stutters – Processing Speed

This is the first in a series of posts that explores the brain processing issues underlying difficulties in learning to read. In this post we focus on ‘processing stutters’ and their relationship to ‘processing speed’. We also establish the ‘speed of language’ as a baseline for understanding the processing speed demands of reading.

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: We Can’t Teach Students to Love Reading

Re: the Chronicle of Higher Education’s Article: “We Can’t Teach Students to Love Reading” by Alan Jacobs, professor of English at Wheaton College. An important missing distinction: Most of the people who ‘love’ reading began loving it when they were children. In the past few decades there has been an unprecedented decline in how lovable reading is for most children […]

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: Brain’s involvement in processing depends on language’s graphic symbols (3/29/2012)

Re: Brain’s involvement in processing depends on language’s graphic symbols (3/29/2012) “Readers whose mother tongue is Arabic have more challenges reading in Arabic than native Hebrew or English speakers have reading their native languages, because the two halves of the brain divide the labor differently when the brain processes Arabic than when it processes Hebrew […]

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.
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Re: The Link Between Reading Level and Dropout Rates

Re: New York Times: The Link Between Reading Level and Dropout Rates 3-19-2012 “Children who aren’t reading proficiently by fourth grade are four times more likely to drop out of high school, and according to the National Assessment of Educational Progress, only 34 percent of America’s fourth graders read at grade level.” It’s always good to […]

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

cna yuo raed tihs

cna yuo raed tihs? “Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteers be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs […]

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: Dyscalculia and Working Memory

Re: http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/ Are the neu­ro­phys­i­cal cor­re­lates of work­ing mem­ory deficits the result of bio­log­i­cally ordained structural/processing insuf­fi­cien­cies (mal­adap­tive bio-development) (1) or are the neuro-physiological cor­re­lates of work­ing mem­ory deficits the result of a lack of neu­ro­phys­i­cal exercise/activity due to learned mal­ada­p­tive pro­cess­ing schema? For a related exam­ple, a recent study of dyslexia moved us closer to […]

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